12/09/2026
Learning online with Anandiās teachings is truly life changing.
One of the assumptions we keep encountering is that peiecĀ® would somehow be better learned in person.
We understand why people make that assumption. They see Anandi working physically with somebody and conclude that proximity must be the essential ingredient.
After years of teaching this work both ways, we don't experience it like that at all.
Every webinar is an event to us.
We prepare for it in much the same way we prepare for an in-person teaching space.
Students are asked to work beforehand, not simply so that they have completed an exercise, but because preparation changes what can become available when we meet.
They arrive having already encountered something in themselves. They have questions they could not have formed from reading about the technique. They may already have noticed a change, a difficulty, a difference in perception or something they cannot yet explain. The teaching can then begin from there rather than from an abstract starting point.
And what subsequently happens is rarely confined to the topic or a question.
Someone asks a question. We notice something in the way they are describing their experience. Another student recognises something in themselves.
We move into touch, perception, stillness, the layers, space, or something none of us necessarily expected to be discussing that day. We meander because development itself meanders. One distinction makes another distinction possible.
As the webinar continues, the entire quality of the group deepens. The students become profoundly still. Something opens in their understanding or perception that was not available when we began. Most will tell us afterwards that they simply wanted to sleep or remain deeply still because they did not want to immediately fill the space that had become available. They wanted to allow whatever had begun to continue unfolding.
That is not a lesser experience because there is a screen between us.
It is simply a different environment.
And the online environment has advantages that we think people profoundly underestimate.
Students are learning from within their own lives. They are not temporarily removed into a special venue with us standing three metres away. They learn something, close the laptop and remain in the house in which they live, with the people they live with, inside the ordinary circumstances in which the work ultimately has to become available.
They can replay a teaching months later and discover that it is no longer the same teaching.
The recording has not changed.
They have.
Their touch will have changed. Their stillness will have deepened.
Their perception will discriminate things they could not previously discriminate.
A piece of instruction that seemed almost insignificant the first time can suddenly contain an extraordinary amount of information because the student meeting it is no longer the student who first heard it.
This is why repetition within peiecĀ® is not simply revision.
It is developmental.
The swaps are equally important. A student works with another student. They touch and are touched. They give and receive. They experience what happens when somebody else's state, touch and perception meet their own, and then the relationship reverses.
They begin to understand that learning touch is not simply learning where to put a hand.
The hand is almost the least interesting interpretation of touch.
How you sit matters. How you move matters. The quality of stillness from which you approach another person matters. How you speak matters. What happens in you before you physically make contact matters. What you are trying to make happen matters.
Your ability to receive matters.
Touch is mostly not physical.. Words are touch, thoughts are touch, the connection of the energetic to the energetic is touch and that your physical vessel will respond even without physical contact.
As Anandi always says.."If there is no touch, it does not mean that you have not been been touched"
That principle has enormous implications for the way this work can be taught.
Another student can put their hands on you.
You can work on yourself.
You can receive without any hands ever being physically present.
That is part of the education.
There are things an in-person room does well. Being physically with Anandi can provide another kind of reference point.
An immersion can intensify the amount of practice and receiving happening within a concentrated period.
But we would never describe that as the ārealā version and online as the compromise.
They serve different purposes.
The ongoing online cycle may actually be one of the reasons students can continue developing rather than simply accumulating memorable experiences.
They prepare.
They encounter the teaching.
They practise on themselves.
They work with another person.
They receive from another person.
They return to the work.
Their reference point changes.
Then they encounter the teaching again from somewhere new.
Over months and years, that cycle becomes extraordinarily important because peiecĀ® is not ultimately asking whether someone can reproduce one of Anandi's techniques.
It is asking what happens to the person who is applying it.
Can their touch become different?
Can they perceive more?
Can they interfere less?
Can they become still enough to notice what they previously moved past?
Can they receive something from another student that they could never have generated within the closed reference point of their own system?
That self ā other ā receiving ā return-to-self cycle is already fundamental to the way peiecĀ® understands development.
So when somebody tells us, āI wish I could learn this in person,ā we wants to say:
You are still imagining that the thing Anandi is teaching lives in her hands.
It doesn't.
And perhaps that is the misunderstanding we need to address publicly.
The question is not whether peiecĀ® can somehow survive being taught online.
The online environment is one of the places where students learn what peiecĀ® actually is.
Because eventually they discover that touch was never only the hand, teaching was never only the information, receiving was never only lying on a table, and development was never going to come from one extraordinary weekend or immersion with us.
It comes through the ongoing cycle.
And that cycle is precisely what we have been teaching online for years.
